Affective Assessment

SOUTHERN BAPTIST COLLEGE

But first...
What do we want to learn
from this discussion?
Know the concepts, the
advantages, and the limits of
affective assessment
Develop good assessment tools
using approaches in affective
assessment
 Concepts
Uses
Today, we’re How-To
going to Tools and Approaches
discuss...
Concepts
Affective assessment
measures the student’s
feelings.
What does affective
assessment measure?
Motivation Attitude Perception Belief

Behaviour Opinion Interest etc.

 Attitudes
Interests
Personal beliefs & values
Perceptions & viewpoints
Aspects
 Affection over cognition
Communication lines
Improvement by motivation
Influence of future behaviours
Advantages
 Can’t measure personality
Must be valid and reliable
Results examined carefully
Conclusions must be solid
Must be relevant
Limits
Uses
 Classroom activities
Screening and evaluation
Counselling
Research
Program evaluation
Applications
How-To
 Know why you evaluate
Know what you evaluate
Know your instruments
Make sure they’re good
Interpret your results
Principles
Tools and Approaches
Fixed-response Formats
 Indicate the behaviours displayed
by the child during the class by
putting a check mark next to the
behaviour.
_____ Focus

_____ Attention

_____ Participation

_____ Respect

_____ Courtesy

Checklist _____ Critical thinking

 Answer with a Yes or No.

_____ My understanding of today’s topic

depended on how my teacher discussed
it.

_____ Getting good scores makes me

feel better and more appreciated by
everybody.

_____ I consider myself good in this

Alternative or subject.
forced response
 Please rank from 1 (most
important) to 5 (least important)
the things you consider in
selecting a course for your
master’s degree.

_____ Academic reputation

_____ Cost of attending the course

_____ Convenience to home or work

_____ It’s a weekend class

Ranking _____ The requirements for the course
 School Attitudes

SA A U D SD
I am able to understand what I
am supposed to learn.
I know I can learn things, even
if they are either new to or
difficult for me.
I am not sure if I am making
progress as fast as I am
expected to.
I feel stressed out when I have
to meet the schedules given to
me to learn the lesson.

Likert scale
 Attitudes Toward the Lesson

Easy Hard
Important Useless
Boring Interesting
Too fast Too slow
Effective Doesn’t work

Semantic
differential
Free-response Format
 Fill in the blanks.

1. I think English is
__________________.
2. The teacher is ________________.
3. What I like about today’s lesson is
_______________.
4. If I learned something today, it’s
____________________.
5. During breaks, I
__________________.

Open-ended
question
What did we learn from this
discussion?
We now know the concepts, the
advantages, and the limits of
affective assessment
We can now develop good
assessment tools using
approaches in affective
assessment
 Concepts
Uses
How-To
Today, we just Tools and Approaches
discussed...
Did you like our presentation?


References
Anderson, L. W., & Anderson, J. C. (1982). Affective Assessment is
Necessary and Possible. Educational Leadership, 524-525.
Government of Alberta. (2008, September 27). Checklists, Rating Scales
and Rubrics (Assessment). Retrieved from LearnAlberta.ca:
http://www.learnalberta.ca/content/mewa/html/assessment/checklists.html
McMillian, J. H. (2014). Classroom Assessment: Principles and Practice for
Effective Standards-Based Instruction. Michigan: Pearson Education.
Witte, R. H. (2012). Classroom Assessment for Teachers. New York:
McGraw-Hill.